Modernizing Mathematics Pathways: A Call to Action a Charles A. Dana Center higher education initiative Amy Getz, Strategic Implementation Lead, Higher Education Charles A. Dana Center at the University of Texas at Austin

What is driving change? 2  Low student success in current math sequences  Changing mathematics needs

Long sequences decrease student success A thought experiment born out by data...

The impact of placement... 4 System-wide data for Tennessee: Students earning college level math credit in 1 year by ACT score Students with ACT of 18 and below placed into developmental math; ACT of 19 placed into college level math

“Unfortunately, there is often a serious mismatch between the original rationale for a college algebra requirement and the actual needs of students who take the course. A critically important task for mathematics sciences departments at institutions with college algebra requirements is to clarify the rationale for requirements, determine the needs of students, and ensure that department’s courses are aligned with these findings.” Source: Mathematical Association of America, 2004 The purpose of college algebra

Source: Burdman, 2015; Chen & Soldner, 2013 What math is needed?

The primary goal of this initiative is to develop a shared vision in the mathematical sciences community of the need to modernize the undergraduate mathematics program, especially the first two years. Common Vision 2025 “The mathematical sciences community must begin to think in terms of a broader range of entry-level courses and pathways into and through curricula for all students, including mathematics and other STEM majors as well as non-STEM majors.” Common Vision report, p. 13

Two goals: 8 Increase and accelerate student success in mathematics AND Teach mathematics content and skills that will be of value to students in their lives and careers

A new vision for the student experience in math Multiple pathways aligned to specific fields of study Acceleration that allows most students to complete a college-level math course in one year or less Intentional use of strategies to help students develop skills as learners Curriculum design and pedagogy based on proven practice

Definition of math pathway...a mathematics course or sequence of courses that students take to meet the requirements of their program of study. The concept of math pathways applies to pathways for college-ready and underprepared students. 10

Why a “pathways perspective”? 11 What we want students to experience is too often different from the structures that we create.

A “pathways perspective” 12 A coherent and consistent learning experience with:  Aligned content;  Consistent expectations;  Well-planned scaffolding;  Similar structures.

The the student experience today 13 Students move through programs AND across institutions.

Implications for how we work 14 We must...  Work across sectors to create a smooth path for students to transfer and apply credits;

Implications for how we work 15 We must...  Work across sectors to create a smooth path for students to transfer and apply credits;  Break down the artificial divide between developmental and college-level content;

Implications for how we work 16 We must...  Work across sectors to create a smooth path for students to transfer and apply credits;  Break down the artificial divide between developmental and college-level content;  Collaborate across institutional roles.

There is really only one question 17 What is best for students?

4 Phase 1: Build urgency and intrinsic motivation for change Phase 2: Enable scale by creating the policy and practice conditions for statewide implementation Phase 3: Enact the NMP at institutions by building faculty and institutional Consulting, tools, and services support each phase.Each state has a customized plan and timeline. Dana Center approach to state level work

The Call to Action 19 The status quo is unacceptable.

The Call to Action 20 The status quo is unacceptable. We face a daunting challenge...

The Call to Action 21 The status quo is unacceptable. We face a daunting challenge... That is matched by a unique opportunity.

Contact Information  Amy Getz:  General information about the Dana Center:  Higher Education work:  To receive monthly updates about the NMP, contact us at: 22